Introduction:

The study of didactics in Health Sciences has been approached mainly through innovations in teaching and evaluation methodologies. However, there has not been a theoretical-empirical discussion on the nature of the didactics that constitute the various disciplines in the area of health.

Subjects and methods:

Qualitative study, based on the Grounded Theory. Thirty-one teachers from six health sciences courses participated and were selected according to the criteria of maximum variation. Teachers were contacted in person after the informed consent process. Semi-structured interviews and researchers-designed focus groups were conducted. The analysis plan was carried out from the constant comparison method up to the selective coding level, using the Caqdas Atlas-ti 7.5.2.

Results:

The phenomenon is configured in a particular socio-political context, with conditions of health careers, in a hegemonic scientific paradigm. Causal background: lack of delimitation of the object of study, its dimensions and curricular conceptions. Action strategies: design of objectives, organization of contents, teaching and evaluation methodologies, teacher skills. Intervening factors: Teaching role, curricular functioning, characteristics of the discipline, educational climate. Consequences: positive and negative in curricular design, progression of learning, didactic awareness.

Conclusion:

The results obtained show the need to reflect on medical education, since they allow us to discuss the scientific and didactic nature of health careers in Chile.

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